中职生情绪智力、应对方式与师生关系的关系研究

发布时间：2018-05-07 08:50

本文选题：中职生 + 情绪智力　；参考：《广西师范大学》2017年硕士论文

【摘要】：随着中国近几年来对职业教育的重视,使得中职学校的教育规模得到扩大,向社会提供了许多技能型人才。但因为现代社会日新月异的发展,人际关系发生了异化,使得师生关系在中职学校里也变得越来越紧张,师生间的矛盾冲突现象也变得非常严峻。然而师生关系是中职学校里最基本的、最主要的人际关系,它对中职生的学习成绩、性格发展、自我意识和心理健康及发展都会产生深刻的影响。在学校里,师生关系出现在整个教学过程,处理好了师生关系,可以提高学校的教育教学效果,实现学校培养人才的目标,促进学生的心理健康和人格健全,提高学生的综合素质。但因为中职学校管理和培养目标与普通高中不相同,中职生的师生关系也有它本身的特殊性。良好的师生关系是培养高素质的职业技术人才、满足社会发展的需要,是中等职业学校能否生存与发展的关键。职业教育发展和改革的关键所在是如何构建良好、和谐的师生关系,这也是所有学校和教师都不能回避的问题。当下,中职学校师生关系极度紧张,在一定程度上影响教师的正常教育教学工作,因此,在职业教育发展的今天,对师生关系的深入研究就显得十分必要。本研究以中职学校的学生作为研究对象,采用《情绪智力量表》中文版、《中学生应对方式量表》和《师生关系问卷》进行调查,考察中职生情绪智力、应对方式与师生关系的特点,并分析中职生情绪智力、应对方式与师生关系在性别、年级等变量上的差异,以及分析情绪智力对师生关系的影响是否是通过应对方式来起作用,即检验应对方式的中介效应。探讨三者之间有怎样的联系,从而在教育教学中切实改善中职生的师生关系,希望为中职学校建设和谐的师生关系提供借鉴,这对职业学校教育改革,学校教学质量提高,学生身心健康发展都有极为重要的意义。本次研究发现:(1)中职生的情绪智力在性别、年级、是否兼任班干部、是否参加社团上差异显著。即女生、高年级学生、兼任班干部学生、参加社团学生的情绪智力水平高于男生、低年级学生、未兼任班干部学生和未参加社团的学生。(2)中职生指向问题的应对在年级、是否兼任班干部、是否参加社团、是否是单亲家庭子女上的差异显著。即高年级学生、兼任班干部学生、参加社团的学生和单亲家庭的学生在遇到应激事件时更多的是采用指向问题的应对方式。指向情绪的应对在年级上的差异显著。即低年级的学生在遇到应激事件时多使用指向情绪的应对方式。(3)中职生师生关系的冲突性、师生关系的支持性在性别上的差异显著。即男生的冲突性高于女生,而其支持性低于女生。师生关系的冲突性、支持性和满意度在年级上差异显著。即低年级学生的冲突性高于高年级学生,而其支持性、满意度则低于高年级学生。师生关系在是否兼任班干部、是否参加社团上的差异显著。即兼任班干部学生和参加社团学生的师生关系更和谐。(4)中职生的情绪智力及各维度与指向问题的应对及问题解决、寻求支持、积极的合理化解释都存在显著的正相关。情绪智力总分、情绪表达能力与逃避存在负相关;情绪感觉能力与指向情绪的应对、忍耐、逃避、发泄情绪、幻想否认存在显著的负相关;理解自身情绪与指向情绪的应对、幻想否认存在显著的正相关,与忍耐存在正相关。师生关系的冲突性与情绪智力之间存在显著负相关,师生关系的亲密性、支持性和满意度与情绪智力之间都存在显著正相关。问题解决、寻求支持、积极的合理化解释和指向问题的应对与师生关系的冲突性之间存在显著负相关,与师生关系的亲密性、支持性、满意度之间存在显著正相关。指向情绪的应对及忍耐、逃避、发泄情绪、幻想否认和师生关系的冲突性之间存在显著正相关,与师生关系的支持性和满意度之间存在显著负相关;忍耐与师生关系的亲密性之间存在显著负相关。(5)情绪感觉能力、理解他人情绪和情绪表达能力都能正向显著预测指向问题的应对及问题解决、积极的合理化解释;情绪感觉能力、理解自身情绪和理解他人情绪能正向显著预测寻求支持。情绪感觉能力能负向显著预测指向情绪的应对、忍耐、逃避、发泄情绪、幻想否认;理解自身情绪、理解他人情绪能正向显著预测指向情绪的应对、忍耐、逃避、幻想否认;理解自身情绪能正向显著预测发泄情绪。情绪感觉能力和理解他人情绪能正向显著预测师生关系的亲密性;情绪感觉能力和情绪表达能力能负向显著预测师生关系的冲突性;情感感觉能力能正向显著预测师生关系的支持性、满意度。指向问题的应对能正向显著预测师生关系的亲密性,忍耐能负向显著预测师生关系的亲密性;指向情绪的应对能正向显著预测师生关系的冲突性,指向问题的应对能负向显著预测师生关系的冲突性。指向问题的应对能正向显著预测师生关系的支持性,指向情绪的应对能负向显著预测师生关系的支持性。问题解决和寻求支持能正向显著预测师生关系的满意度,指向情绪的应对能负向显著预测师生关系的满意度。(6)指向问题的应对方式在情绪智力与师生关系各维度之间存在部分中介作用。
[Abstract]:With the emphasis on Vocational Education in China in recent years, the education scale of secondary vocational schools has been expanded and many skilled talents are provided to the society. However, because of the rapid development of modern society and alienation of interpersonal relations, the relationship between teachers and students is becoming more and more tense in Secondary Vocational Schools and conflicts between teachers and students. But the relationship between teachers and students is the most basic and the most important interpersonal relationship in secondary vocational school. It has a profound influence on the students' academic achievement, personality development, self consciousness and mental health and development. In the school, the relationship between teachers and students appears in the whole teaching process, and the relationship between teachers and students can be improved and the learning can be improved. The effect of school education and teaching can achieve the goal of training the talents of the school, promote the students' mental health and personality and improve their comprehensive quality. However, because the management and training goals of secondary vocational schools are different from those of ordinary high schools, the relationship between teachers and students of secondary vocational school has its own particularity. Good teacher-student relationship is the training of high quality profession. Technical personnel, to meet the needs of social development, is the key to the survival and development of secondary vocational schools. The key to the development and reform of vocational education is how to build a good and harmonious relationship between teachers and students. It is also a problem that all schools and teachers can not avoid. At the moment, the relationship between teachers and students in the secondary vocational schools is extremely tense and in a certain degree. The teacher's normal education and teaching work, therefore, in the development of vocational education today, the in-depth study of the relationship between teachers and students is very necessary. This study takes the students of secondary vocational schools as the research object, using the emotional intelligence scale, the Chinese version, the middle school students' coping style scale and the teacher-student relationship questionnaire to investigate the secondary vocational students' situation. The emotion intelligence of the secondary vocational students, the difference between the coping style and the teacher and student relationship in gender, grade and other variables, and the analysis of the influence of emotional intelligence on the relationship between teachers and students through coping style, that is, to examine the intermediary effect of the mode, and to discuss what is the relationship between the three. In order to improve the relationship between teachers and students in secondary vocational schools in education and teaching, we hope to provide a reference for the construction of a harmonious relationship between teachers and students in secondary vocational schools. This is of great significance to the reform of vocational schools, the improvement of the quality of school teaching and the development of students' physical and mental health. The study found that: (1) the emotional intelligence of secondary vocational students is in sex and grade. Whether or not a class cadre, whether or not to participate in the community, there are significant differences. That is, girls, senior students, part-time cadres and students, the emotional intelligence level of students participating in the community is higher than that of boys, lower grade students, not concurrently class cadres and students who have not participated in the community. (2) whether secondary vocational students should be in grade, whether a class cadre, or not In addition, there are significant differences in the children of a single parent family. That is, the senior students, both the class cadres and the students, the students participating in the community and the single parent family are more of the coping ways when they encounter stress events. The difference in the emotional response is significant in the grade. That is, the students in the lower grade are experiencing stress. (3) the conflict of the relationship between teachers and students in the secondary vocational school and the support of the teacher-student relationship are significant in gender. That is, the conflict of boys is higher than the girls, but the support is lower than that of the girls. The conflict of the relationship between teachers and students, the difference of support and satisfaction in the grade are significant. Higher than the senior students, and their support, satisfaction is lower than the senior students. Whether the teacher-student relationship is concurrently as a class cadre, whether there is a significant difference in participating in the community. That is, the relationship between the students and the students is more harmonious. (4) the emotional intelligence of the secondary vocational students and the coping and problem solving of the various dimensions and points, and the problem solving, There is a significant positive correlation between seeking support and positive rationalization. Emotional intelligence total score, emotional expression ability and evasion are negatively correlated; emotional and emotional responses, patience, escape, vent, venting, and disillusions have significant negative correlation. Positive correlation and positive correlation with patience. There is a significant negative correlation between the conflict of teacher-student relationship and emotional intelligence. There is a significant positive correlation between the intimacy of teacher-student relationship, support and satisfaction and emotional intelligence. Problem solving, seeking support, and actively and rationally resolving the conflict between the response to the problem and the relationship between teachers and students. There is a significant negative correlation between the intimacy, support and satisfaction of the teacher-student relationship. There is a significant positive correlation between the coping and patience, avoidance, venting emotion, fantasy denial and the conflict between teachers and students. There is a significant negative correlation with the support and satisfaction of teacher-student relationship and patience. There is a significant negative correlation between the intimacy of the teacher-student relationship. (5) emotional feeling ability, understanding others' emotion and emotional expression ability can positively predict the problem solving and problem solving, positive rationalization interpretation, emotional feeling ability, understanding of self emotion and understanding others emotion can positively predict support. Sensory ability can negatively predict emotional responses, patience, avoidance, venting emotion, fantasy denial, understanding of emotions and understanding others' emotions can positively predict emotional responses, patience, avoidance, and fantasy denial; understanding self emotion can positively predict venting emotions. Emotional feeling ability and understanding of others' emotions can be positive. To significantly predict the intimacy of the teacher-student relationship; emotional and emotional ability can negatively predict the conflict between teacher and student relations; emotional feeling ability can positively predict the support and satisfaction of the teacher-student relationship. The coping ability to the problem can positively predict the intimacy of the teacher-student relationship, and the patience can predict the teachers and students significantly. The intimacy of the relationship; the response to the emotion can positively predict the conflict between the teacher and student relationship, and the response to the problem can negatively predict the conflict between the teacher and student relationship. The response to the problem can positively predict the support of the teacher-student relationship, and the response to the emotion can negatively predict the support of the teacher-student relationship. And seeking support can positively predict teacher-student relationship satisfaction, and emotional coping can negatively predict teacher-student relationship satisfaction. (6) there is a partial intermediary role between emotional intelligence and all dimensions of teacher-student relationship.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

【参考文献】